tag:blogger.com,1999:blog-1907702537884089718.post7613584280324934728..comments2023-09-19T15:32:44.983-07:00Comments on Exit 10A: We Noticed, We Wondered. Now What?Joe Schwartzhttp://www.blogger.com/profile/02304083254248927187noreply@blogger.comBlogger7125tag:blogger.com,1999:blog-1907702537884089718.post-55218700910087289642016-05-25T14:38:17.359-07:002016-05-25T14:38:17.359-07:00Right on Matt! It was hearing that one question ag...Right on Matt! It was hearing that one question again and again that got me moving towards this activity. I hope I don't hear that question again, at least in the classes that have had this experience. Let me know how it works for you.Joe Schwartzhttps://www.blogger.com/profile/02304083254248927187noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-20608412937848764122016-05-25T04:17:13.165-07:002016-05-25T04:17:13.165-07:00Thanks Joe. I have found it hard to be open to al...Thanks Joe. I have found it hard to be open to all answers but at the same time wanting mathematical noticings and wonderings. One popular wondering I always hear is, "Why are they making this video?" I love the Y/N checklist idea.mdhardmhttps://www.blogger.com/profile/07032957649425481006noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-40242564989668650522016-05-23T17:30:55.395-07:002016-05-23T17:30:55.395-07:00Thanks for your comments. I love what you've ...Thanks for your comments. I love what you've done with your class (there's no one you could emulate better than Simon Gregg), and it's wonderful that your students are driving the discussions about mathematical vs. non-mathematical noticing and wonderings. I'm looking forward to your next post!Joe Schwartzhttps://www.blogger.com/profile/02304083254248927187noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-77609296196856518112016-05-23T10:07:30.758-07:002016-05-23T10:07:30.758-07:00I love everything about this post. We've done ...I love everything about this post. We've done numerous Notice/Wonder tasks this year, and I, too, get frustrated when students come up with responses like the ones you mentioned (see my post about precisely this topic https://aminuteinsecond.wordpress.com/2016/04/03/nuances-in-noticing/). I constantly make the mistake of assuming that since we are doing these investigations in math class, that students would just automatically know to think like mathematicians (I know, I know, we want students to think like mathematicians all the time, not just in math class). I do, however, notice a considerably visible shift in thinking as soon as I ask them, "What would a mathematician notice?" or "What questions would a mathematician ask?" We actually did the Trail Mix task this morning. I had every intention of analyzing their responses and doing the post-task activity ("Which statements have to do with math?), but a student actually brought it up during our discussion! We kept track of the wonderings that we answered or could answer, and she noticed that almost all of the questions we couldn't answer had nothing to do with math! This observation led to another interesting discussion of what constitutes a math-y question. I'll blog about it soon! Mona Rajabhttps://aminuteinsecond.wordpress.com/noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-26922848949982160022016-05-23T05:28:20.545-07:002016-05-23T05:28:20.545-07:00...and Samson .........and Samson ......Anonymoushttps://www.blogger.com/profile/18297158336334346872noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-80991063274909013932016-05-22T09:03:07.122-07:002016-05-22T09:03:07.122-07:00Great points Joshua. You've made me think abo...Great points Joshua. You've made me think about this more. As teachers, we tread on dangerous ground when we act as the ultimate arbiter or authority in a lesson like this. Our pre-conceived notions get in the way of us really hearing what the students have to say. I will admit that when I chose the examples I had in my mind an idea of what was and wasn't mathematical. But I didn't create an answer key, and I let the students drive the conversation and decide for themselves. Creating viable arguments, like you did for the examples you cited, is a wonderful exercise in and of itself. While it would be unlikely that a second grader would come up with a defense of "I notice her name is Delilah" like yours, as they get older and have more experiences their conceptions of what's math and what isn't will expand and might eventually encompass what you've suggested. That's an exciting prospect!Joe Schwartzhttps://www.blogger.com/profile/02304083254248927187noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-48824422570543331272016-05-22T08:07:05.305-07:002016-05-22T08:07:05.305-07:00I'm inclined to agree with your points, but fe...I'm inclined to agree with your points, but feel it is case I'm really liberated when I can act as a parent vs a classroom teacher. When we do Notice & Wonder at home, we can move fluidly between the mathematical and non-mathematical sub-topics. Often, we end up getting to an even deeper and, to me, more interesting mathematical conversation through a surprising side-trip.<br /><br />For example, in the Trail Mix activity, the question "Is it healthy?" stands a solid chance of being classified as "non-mathematical." However, it could easily lead to conversations about (a) understanding the ratio of mixed ingredients, (b) calculating nutritional values, (c) exploring the degree of variation in nutritional requirements (by people, by time of day, by the activity they are engaged in at the time).<br /><br />Because I'm in the mood to be contrary, let me take another example. In the bus example, "I noticed that her name is Delilah" is likely to be seen as "non-mathematical." Where could I go with that one? What about analyzing the availability of public transport to different demographic groups? Suddenly, we could be talking about measures of quality ("last-mile" distances, reliability of service, time taken on a trip, number of transfers, etc), statistics, and geometry. To say nothing of the rich and vital conversations about city planning, politics, history, and the distribution of public services.JGR314https://www.blogger.com/profile/11702319994021721608noreply@blogger.com